2. Inclusion in museums
CAISE inquiry group framework
• Physical inclusion
• Cognitive inclusion
• Social inclusion
3.
4. Physical inclusion
Defining universal design
The design of products and environments to be usable by
all people, to the greatest extent possible, without the
need for adaptation or specialized design.
Center for Universal Design
North Carolina State University
6. Cognitive inclusion
Universal design for learning
• Recognition learning: multiple, flexible methods of
presentation.
• Strategic learning: multiple, flexible methods of expression
and apprenticeship.
• Affective learning: multiple, flexible options for engagement.
(Rose and Meyer, 2002)
Photo by Emily Maletz
7. Inclusion in museums
• Museums are places where
design is used to facilitate
learning
• Museums offer the possibility of
multi-sensory learning activities
• Museums provide groups of
visitors with the opportunity to
learn through conversations
Photo by Emily Maletz
9. Three Main Concepts
Three main ideas can be used by museum
educators while developing and
implementing programs.
1. Repeat and reinforce main ideas
2. Multiple entry points / ways of
engagement
3. Physical and sensory access
10. The Three Main Concepts
1. Repeat and reinforce main ideas
2. Multiple entry points / ways of
engagement
3. Physical and sensory access
11. Why repeat and reinforce main ideas?
• Learners have different preferences for
receiving information:
– Audial
– Tactile
– Visual
• Helpful for those with different attention
spans or short-term memory
– Can relate to a disability or context of
the situation
12. Considerations for Developing a Program
• Explicitly state and focus on the main
idea.
• Break down the program into distinct
pieces.
• Be explicit about this breakdown.
13. Designing Props and Materials
• All information (visual,
aural, and tactile) should
support one another.
• Have hands-on elements
that can be passed around
to reinforce main ideas.
Photo by Emily Maletz
14. Delivering your Presentation
• Repeat key ideas.
• Use images and text for
emphasis.
• Check in with the
audience along the way.
• Next level: Offer
opportunities to preview
materials before the
program.
Photo by Emily Maletz
15. Repeat and Reinforce Wrap-Up
• Learners have different preferences for
receiving information:
– Audial
– Tactile
– Visual
• Helpful for those with different attention
spans or short-term memory.
– Can relate to a disability or context of
the situation
16. The Three Main Concepts
1. Repeat and reinforce main ideas
2. Multiple entry points / ways of
engagement
3. Physical and sensory access
17. Why make multiple entry points and multiple
ways of engagement available?
• Different levels of content knowledge
and personal experiences
• Gives a wide range of visitors an
avenue for understanding
• Multiple examples provide visitors ways
to connect to the content
18. Developing a program
• Connect to a range of prior experiences
• Make it fun and engaging for all learners
• Consider multiple analogies for the
same idea
• Use examples and non-examples
• Build multiple layers into the program
21. Multiple Entry Point and Engagement
• Different levels of content knowledge
and personal experiences
• Gives a wide range of visitors an
avenue for understanding
• Multiple examples provide visitors ways
to connect to the content
22. The Three Main Concepts
1. Repeat and reinforce main ideas
2. Multiple entry points / ways of
engagement
3. Physical and sensory access
23. Why provide physical and sensory access?
• People are diverse in their abilities:
– How they can navigate an area
– How much they can hear & see
– How much they can sit or stand
24. Designing Props and Materials
• Large and high-contrast
text and images
• Caption video
• Use color
• Tactile models
• Next level: Provide
handouts
25. Set Up and Prep
• Good visibility of presenter’s face
• Good visibility of materials on cart
• Don’t block your slides / demos
• Next level: Consider available seating
• Next level: ASL interpreter
28. Contact & Credits
Nora Nagle nnagle@mos.org
Anna Lindgren-Streicher alstreicher@mos.org
Photo/Photos on slides 6, 7, 13, 14, 20, and 27 by Emily Maletz
Graphic Design for the Nanoscale Informal Science Education (NISE)
Network. Supported by the National Science Foundation, Award
#0940143
Editor's Notes
Example from exhibits, since we will discuss lots of programs later in the day.New England Habitats exhibit at the MOS refurbished with the intention of greater inclusion of visitors with disabilities in the 1980s. Initially it was a traditional natural history-type diorama exhibition, with few interactives. When it was refurbished, multisensory interactives were added. Sniff boxes with scents of the habitat featured, audio labels that included written label content and description of the diorama, and tactile examples of the featured animals including a real taxidermied bear that visitors can touch.Not only were visitors with disabilities able to engage in the learning the gallery, but stay time and learning for visitors without disabilities went up dramatically.
Universal design started with a focus on product design and architecture.
UDL focused on supporting learning in formal environments
Guidelines developed through NISE NetGeared toward developing new programs, but can also be used to rework existing programs. Programs are more flexible and dynamic, so it’s easier to “retrofit” a program than an exhibit or a physical building.
Disability: Cognitive disabilities or attention disordersContext: such as caring for a screaming child or sitting in the back of a crowded room
Giving a roadmap of what will happen.
Repeat key ideas by telling visitors what you will tell them, telling them, then telling them what you told them.Give expectations of audience conduct so everyone is clear.
Use this is a time for participants to process and clarify before moving on
Visitors come in with different levels of understanding of the content, and different life experiences.Different concepts, analogies, and life examples will connect with different visitors.Eg sound of a heart, riding a bikeNeed to think about this for initial connection, but also sustaining interest throughout the program
Use multiple real-world examplesUse both auditory and visual enhancements to compliment each other in program deliveryDifferent learners will enter at different places and take away different levels of messages and content
Developed for Snowflakes program, but could apply to several self-assembly activities in NanoDays kitA planning pyramid outlines the main idea you think everyone should know by the end of the program, and then lists related concepts that only smaller portions of the audience may come away with following their participation.
Engaging visitors through hands-on demos, passing around objects to touch & examine more closely, serving as helpersAsking questions can encourage visitors to connect what you are discussing to situations from their everyday lives
Use this is a time for participants to process and clarify before moving on
Some will walk, some visit in wheelchairs, and others push around wheeled vehicles such as strollers. They also vary in terms of how much and what they can see, how much and what they can hear,and how comfortable they are sitting for a long period of timeAllow for those with a wide range of abilities and disabilities to participate in program / engage in the content.In powerpoint presentation, is text large enough and legible enough for someone with low vision to see?If there are models, are they lightweight and easy enough for people with a range of upper body mobility to handle/pass around, including small children?
Large and high-contrast text and image: Consider the visual accessibility of all materials, including flash cards, slideshow graphics, print on models, and drawings. Print accessibility is not only important for visitors who have low vision, but also for visitors who are dyslexic and read by identifying the shape of the word. Seen by many at a distance.Caption video presentationsUse color to impact meaning/draw distinctionsHigh contrast makes things easier to see from a distanceDraw visitors eye toward somethingTactile models – easy to handle & communication information through touch as well as visionProvide additional materials for visitors who are deaf. Script with images from the presentations or a video with ASL interpretation.For people with low vision, provide handouts with large print and any PowerPoint slides for visitors with low vision to view up close with their own personal magnifying devices.- Exploring Size – Scented Balloons: visitors smell different colored balloons that have a flavored extract inside them and try to match the different scents. Talk about how the scent molecules are so small that you can’t see them, but your nose can detect them, and they can travel through the balloon membrane. Example of sensory access.
Make sure presenter’s face isn’t in shadow,Esp. important for visitors who are hard of hearing and rely on lip readingMake sure visitors can see materials particularly on a cart (think about range of heights: wheelchairs or small children)Consider people far away.Stand in different places on stage and ask colleague to view you from different angles of the audience to figure out best place to stand/put your materials.Bring stools for younger visitors, people with lower back pain, people w/ low vision who need to be close to materials.ASL interpreter to join you, then market experience to deaf community
Visitors with disabilities have a history of being excluded from learning, so unless you send an explicit message about the accessibility of your program, they will just assume that it is not accessible. Inform the audience if you have tactile models or other materials available for handling/viewing.Rhythm of program: provide time for people to process important ideas with pauses and breaks
